Psychology Chapter on Emotions and Motivation

Innate, adaptive emotional responses to recurring situations, promoting appropriate actions like approach or avoidance.

Emotions influence attention and memory; negative emotions narrow attention, while positive emotions broaden it, impacting information processing.

Emotions regulate social interactions; motivating prosocial and instrumental behaviors. They act as social glue or repellents.

Cultural norms and rules affect the display and expression of emotions. Different cultures have varying ideas about what is acceptable in emotional expressions.

Emotions like pride, shame, guilt, and embarrassment develop later in life and are influenced by social factors and external evaluations.

A force that initiates, guides, and sustains our physical and psychological actions. It's the reason behind our thoughts and behaviors.

Innate drives essential for survival and growth such as hunger, thirst, warmth, and safety.

A brain region that regulates essential bodily functions such as hunger, thirst, sleep, and body temperature, impacting our motivation.

Preprogrammed behavioral patterns that are essential for a species' survival. They are innate and automatic, guiding our actions in predictable ways.

Various explanations that attempt to understand the reasons behind our motivations and how they influence our actions and behaviors.

Emotions are caused by bodily reactions to a stimulus, not the other way around.

Arousal and emotion occur simultaneously in response to a stimulus.

Bodily responses, such as nervous system reactions or hormonal changes, that accompany emotions.

Part of the nervous system controlling involuntary bodily functions, involved in emotional responses.

Part of the ANS, activating the "fight or flight" response during stress or strong emotions (like fear).

Part of the ANS that calms the body after a stress response (e.g., calming down after a fearful event).

Emotions result from both physiological arousal and a cognitive interpretation of that arousal.

Emotions are a combination of physiological arousal and cognitive interpretation of the situation.

A theory proposing that internal drives, stemming from physiological needs, motivate behavior. These drives aim to maintain homeostasis, equilibrium, and restore balance.

A state of equilibrium within the body, where internal conditions remain stable despite external changes. This is maintained through physiological mechanisms.

External stimuli or rewards that motivate behavior, often pulling us towards them, even if they aren't directly related to biological needs.

This theory suggests that our motivation is driven by expectations of success, the perceived connection between performance and outcomes, and the value we place on those outcomes.

A pyramid-shaped model outlining human needs arranged from basic physiological requirements (bottom) to self-actualization (top). Lower levels must be satisfied before moving upwards.

A theory suggesting that individuals thrive with feelings of autonomy, competence, and relatedness. These factors contribute to motivation and well-being.

An individual's desire to accomplish tasks, meet standards of excellence, and achieve success, which can vary in strength across people.

An individual's desire to excel, achieve goals, and outperform others. It's reflected in their planning and persistence, particularly in challenging tasks.

A focus on personal growth and improvement, where success is defined by mastering a skill or understanding a concept.

A focus on competition and outperforming others. Success is measured by achieving high scores or ranking above others.

Goals motivated by the desire to learn as much as possible about a topic or subject.

Goals motivated by the desire to outperform others in a competitive setting.

Goals driven by the fear of learning too little in a subject.

Goals motivated by the fear of failing or performing poorly in comparison to others.

A complex state involving physiological arousal, cognitive appraisals, visible expressions, and behavioral responses triggered by stimuli, generally associated with positive or negative experiences.

The study of how people change physically and psychologically throughout their lifespan.

These theories suggest that development occurs through distinct, predictable stages, with abrupt transitions between them.

A research method that tracks the same individuals over time, observing changes in their development.

A research method that compares different age groups at the same time to study developmental differences.

A research method merging both longitudinal and cross-sectional designs, studying multiple age groups over a long period.

Research focused on describing typical characteristics of a specific age group or development stage, using averages or norms.

A measure of how far along a child is in their development, compared to what is typical for their chronological age.

Chronological age refers to the number of years a person has lived, while developmental age reflects their level of development compared to typical norms.

Mental structures that help us understand and interact with the world. It's like having a mental map of how things work.

Fitting new information into existing schemes. It's like adding new clothes to an existing wardrobe.

Changing or creating new schemes to accommodate new information. This is when you buy a new wardrobe to fit new clothes.

Understanding that objects continue to exist even when you can't see them. This is essential for learning about the world.

Inability to understand other people's perspectives. It's like everyone sees the world the same way you do.

Understanding that a quantity stays the same even if the shape changes. Think about pouring juice from a tall glass into a wide one.

The ability to understand that actions can be reversed. It's like knowing that if you add 2 and then subtract 2, you'll end up back where you started.

The gap between what a child can do independently and what they can do with help from others. It's like the space where learning and development happens.

The process of learning social norms, behaviors, and values. It's like becoming a member of a society.

A theory that describes 8 psychosocial conflicts people face throughout their lives. Think of navigating different challenges from childhood to adulthood.

Inborn differences in emotional and behavioral responses to the environment.

Inhibited babies are shy and withdrawn, while uninhibited babies are sociable and outgoing. This falls on a spectrum.

A strong emotional bond with a primary caregiver, vital for a child's emotional and social development.

A rapid learning process in some species where a newborn forms an attachment to the first moving object they see.

Humans are biologically predisposed to form attachments, becoming more selective over time.

A mental blueprint for relationships learned through early attachments, influencing later social interactions.

The importance of physical touch and closeness for emotional well-being, beyond just basic needs.

Three main types: Secure (trusting), Insecure-Avoidant (distant), Insecure-Ambivalent (anxious).

The third stage of Erikson's theory, where children aged 2-6 years learn to take initiative and explore their world, potentially developing guilt if stifled.

Children at this stage learn to take on more responsibility and independence in self-care, making choices and starting their own tasks.

Children need the freedom to take initiative, explore, and play pretend without excessive guilt to develop a sense of purpose and self-confidence.

Restricting children's initiative and imposing too much guilt can lead to a lack of confidence and a sense of inadequacy, hindering their sense of purpose.

The fourth stage, ages 6-12, where children develop a sense of competence and industry through mastering skills, understanding concepts, and achieving school-related tasks, potentially leading to feelings of inferiority if they struggle.

School becomes a significant aspect of development in this stage, where children interact with peers and begin to understand the connection between effort and success.

School provides opportunities for children to interact with peers and learn social skills, contributing to their sense of belonging and self-esteem.

Children in this stage begin to appreciate the satisfaction of completing tasks and learning new skills, leading to a sense of pride and accomplishment.

The first stage of Erikson's psychosocial development, where infants learn to trust their caregivers through consistent and responsive care. If their needs are consistently met, they develop trust; if not, they develop mistrust.

The second stage where toddlers explore independence, learning to do things for themselves (like toilet training). Support and encouragement foster autonomy, while overprotection leads to shame and doubt in their abilities.

Feeding is the key event in the Oral-Sensory stage. Consistent and responsive feeding provides infants with a sense of security and trust.

Toilet training is the key event in the Muscular-Anal stage. It allows toddlers to practice self-control and develop autonomy.

The goal in the Oral-Sensory Stage is for the infant to develop a sense of trust. This trust is built by caregivers who consistently and responsively meet the infant's needs.

The goal in the Muscular-Anal Stage is for the toddler to develop a sense of autonomy. Encouragement from caregivers helps them feel confident in their abilities.

If a baby's needs are not met consistently, they may develop a sense of mistrust. This can lead to difficulties with relationships and a lack of security in the future.

If a toddler is overprotected, they may develop a sense of shame and doubt in their abilities. This can lead to a lack of confidence and a fear of trying new things.

The child learns to enjoy being productive, experiences success in their efforts, and builds strong relationships with peers.

The child struggles to succeed in school or with peers, leading to a feeling of inferiority and difficulty navigating different social settings.

During adolescence, teenagers try to figure out who they are, their beliefs, and their place in the world. Failing to resolve this leads to confusion about their identity.

The adolescent develops a strong sense of self, makes deliberate choices about their future (career, relationships, etc.), and is confident about their identity.

The adolescent struggles to make decisions, experiences difficulty connecting with others, and feels confused about their place in the world.

This stage is about forming deep, meaningful relationships - romantic, platonic, or familial. If someone struggles to form intimacy, they may experience isolation.

The individual develops healthy, fulfilling relationships with others, experiences a sense of belonging, and is comfortable with intimacy.

A deep, personal connection involving emotional commitment, openness, and mutual satisfaction.

The ability to care for and contribute to the next generation, beyond just having children.

A lack of growth or development in middle adulthood, often leading to feelings of emptiness or isolation.

A sense of wholeness and acceptance of one's life as a complete journey, even with its flaws.

A feeling of hopelessness and regret at the end of life, due to unfulfilled goals or missed opportunities.

A theory proposing eight stages of psychosocial development across the lifespan, each with a unique conflict to be resolved.

The conflict of generativity vs. stagnation, where the adult decides whether to contribute to the next generation or become stagnant.

The conflict of integrity vs. despair, where the individual reflects on their life and accepts it as complete or regrets missed opportunities.

A disorder characterized by loss of motor or sensory function, such as paralysis or blindness, without any underlying neurological or physical cause.

A disorder involving the forgetting of important personal experiences, often triggered by traumatic events, without any physical explanation.

A rare disorder where an individual 'wanders' or travels, often with a new identity, while forgetting their past, triggered by psychological stress.

A disorder where two or more distinct personalities coexist within the same individual, each with unique behaviors, memories, and even physical characteristics.

A severe mental disorder characterized by distorted reality, disorganized thoughts, hallucinations, delusions, and blunted emotions.

Symptoms that involve an addition or excess, such as hallucinations, delusions, and cognitive disorganization.

Symptoms that involve a decrease or loss of normal functions, such as flat affect, apathy, and social withdrawal.

False perceptual experiences, such as seeing, hearing, or feeling things that aren't real.

There's no single definition of 'abnormal' behavior. Psychologists consider factors like distress, dysfunction, deviance, and danger to understand what behaviors fall outside of the norm.

This view suggests that mental disorders are fundamentally different from normal states and require strong terms like 'insanity' to describe them.

This view sees mental health as a continuum with mental illness as an extension of normal behaviour, suggesting that we need to avoid strong terms like 'insanity'.

It's crucial to be objective when making judgments about mental health, considering the content of the behaviour and the context in which it occurs.

These are essential concepts in making accurate diagnoses. A diagnosis should be reliable (consistent over time) and valid (measuring what it's supposed to).

What's considered 'abnormal' can be influenced by social norms and values, which can lead to mislabeling individuals based on group, cultural, or individual standards.

His experiment showed how labels can influence perceptions. 'Sane' individuals were diagnosed with mental illnesses, and their behaviours were interpreted through the lens of the diagnosis.

Statistics show that mental disorders are prevalent in society, with a significant portion of people experiencing them.

Behavior or traits that deviate significantly from societal norms, including social, cognitive, or occupational aspects.

Behaviors or thoughts that disrupt an individual's ability to function effectively in daily life, including work, relationships, and personal well-being.

Thoughts or behaviors that lack logical reasoning and are not based on reality, often seen in conditions like hearing voices.

The study of the causes or factors that contribute to the development of psychological or medical problems.

A model explaining the development of disorders as a combination of underlying vulnerability or predisposition (diathesis) and triggering environmental stressors.

A widely used diagnostic manual that classifies and defines over 200 mental health disorders, providing a common language for diagnosis and treatment.

The simultaneous occurrence of two or more disorders in the same individual, often seen with conditions like anxiety, mood disorders, and substance use.

The study of psychological disorders, their causes, symptoms, and treatments.

An individual's predisposition or susceptibility to developing a particular disorder, often influenced by genetic factors, personality traits, or past experiences.

Environmental events or situations that challenge an individual's coping abilities, increasing the risk of developing a disorder.

A group of mental health conditions characterized by excessive worry, fear, and anxiety that interfere with daily functioning.

A disorder involving persistent and excessive worry about various situations, not tied to specific threats.

A disorder marked by sudden, intense episodes of fear or discomfort, accompanied by physical symptoms like heart racing and dizziness.

An intense, irrational fear of a specific object, situation, or activity.

A disorder characterized by recurring intrusive thoughts (obsessions) and repetitive behaviors (compulsions) that a person feels driven to perform.

A disorder that develops after a traumatic event, leading to intrusive thoughts, nightmares, avoidance behaviors, and heightened anxiety.

A mental health condition characterized by prolonged feelings of sadness, hopelessness, and loss of interest in activities.

A disorder involving alternating periods of intense mood swings between depression and mania.

A negative view of oneself, the world, and the future, often associated with depression.

A belief that one is powerless to change negative circumstances, often contributing to depression.

Women are twice as likely to experience depression compared to men.

A negative thinking pattern where individuals attribute bad events to internal factors, generalize them broadly, and see them as permanent.

A disorder where individuals have persistent physical complaints that cannot be fully explained by medical conditions, often leading to doctor hopping.

A disorder where individuals are preoccupied with having or developing a serious illness, often despite medical reassurance.

Women are more likely to attempt suicide, but men are more likely to succeed.

A type of therapy where a trained professional uses methods based on psychological theories and research to help people with mental health issues.

These therapies aim to change biological processes within the nervous system to treat mental health issues.

These therapies focus on changing faulty behaviors, thoughts, and interpretations that contribute to mental health issues.

A strong bond and collaboration between the therapist and the client, crucial for therapy's success.

Rules and guidelines that therapists must follow to ensure a safe and ethical treatment process.

Therapists must protect the privacy of client information, sharing only with their permission.

Therapists must assess whether their treatment methods are working for the client.

Unethical behavior where the therapist exploits the client's vulnerability for personal gain.

These therapies see problems as stemming from unconscious conflicts between impulses and life constraints. They aim to bring these conflicts to the surface and gain insight.

A prominent psychodynamic therapy focused on exploring the link between current symptoms and internal conflicts. It aims to achieve inner harmony, release repressed material, and understand the origins of problems.

A technique where the patient freely reports thoughts, emotions, and physical sensations as their mind wanders. It allows access to unconscious material.

The patient's reluctance or inability to discuss certain topics during therapy. It indicates areas of conflict or sensitive material.

These focus on observable behaviors and how people learn them. They aim to replace maladaptive behaviors with adaptive ones.

A technique where a new response is conditioned to replace a maladaptive one. This can help overcome fears or anxieties.

Exploring the content of dreams to uncover symbolic meanings and underlying motives related to life experiences and desires.

When the patient projects feelings onto the therapist, transferring emotions from past relationships onto the therapeutic relationship.

A gradual approach to decreasing fear or anxiety by exposing the person to increasingly anxiety-provoking situations while they are in a relaxed state. This involves identifying the feared stimuli, practicing relaxation techniques, and gradually imagining or experiencing the stimuli.

A type of intensive exposure therapy that involves directly immersing the person in their phobic situation, helping them to habituate quickly to the feared stimuli.

A technique where an undesirable behavior or harmful stimulus is paired with a strong noxious stimulus (like electric shock or nausea-inducing drugs) to create an aversive association.

A general treatment strategy that involves modifying behavior by altering its consequences. It essentially involves using positive reinforcement for desired actions and withholding reinforcement for undesired behavior.

A therapeutic approach that focuses on identifying and changing negative thought patterns and beliefs, aiming to improve the client's emotional and behavioral responses.

A specific form of cognitive therapy that challenges automatic thoughts, evaluates evidence for their accuracy, and promotes more balanced thinking. This often helps with depression.

This therapy aims to transform irrational beliefs that lead to negative emotions and behaviors. It uses the ABCD model to identify the activating events, beliefs, consequences, and alternative beliefs.